Master of Teaching (Secondary)

102098 Contemporary Teacher Leadership

1H 2019

Assignment 1 – Program Evaluation

By

19185558
Shuo Feng
(Cathleen)
 Table of Contents

Executive summary…………………………………………………………………………..3
Objective……………………………………………………………………………..3
School & faculty context……………………………………………………………..3
Report goals………………………………………………………………………….4
Brief list of recommendations………………………………………………………..5
Background information……………………………………………………………………..6

Comparative table…………………………………………………………………………...7
Recommendations…………………………………………………………………….……..9
References…………………………………………………………………………….…….12

Reconstructed unit…………………………………………………………………….…….15
Concept map……………………………………………………………………..….15
Scope and sequence…………………………………………..……………….…….16
Redesigned unit of work………………………………………………...…….…….17
Assessment task and marking criteria……………………………………………….27

Appendices of original documents……………………………………………….………….30

Unit of work……………………………………………….……………………..….30
Assessment task……………………………………………….…………………….38
Marking Criteria……………………………………………….……………...…….39

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Executive Summary

Objective

This report aims to evaluate the unit of work that has been taught in Cabramatta High School
during my first practice last semester. The report uses research evidence to support changes
recommended. Also Understanding by Design (UbD) process will be discussed in the report
related to program evaluation.

School & Faculty Context

Cabramatta High school is located in western area of Sydney and first opened in 1958. The
school offers quality education to the students of Cabramatta and the neighbouring suburbs
(Cabramatta High School, n.d.). In 2017, the total enrolment is 1526, which includes 790
boys and 736 girls (Australian Curriculum, Assessment and Reporting Authority (ACARA),
2017). Students coming from non-English speaking background and Indigenous background
are 96% and 1% respectively (ACARA, 2017; see Figure 1.1).

Figure 1.1

Reference: The statistic and the ttable above are retrieved from the MySchool Website. Retrieved from:
https://www.myschool.edu.au/school/41563

According to ACARA (2017), Cabramatta High School has an Index of Community Socio-
Educational Advantage (ICSEA) value of 924, which is below the national average of 1000
(see Figure 1.2). And 65% of students are from bottom quarter of the community socio-

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economic status, and only 3% of students are from the top quarter (see Figure 1.2). The
school Welfare Team provides strong support for those students who are having difficulties
(Cabramatta High School, n.d.). Also parents and community members are actively
participating in school decisions and activities (Cabramatta High School, n.d.).

Figure 1.2

Reference: The statistic and the ttable above are retrieved from the MySchool Website. Retrieved from:
https://www.myschool.edu.au/school/41563

The faculty of Industrial Arts, where I stayed for my first practice, there are 5 teachers
including the Head Teacher. Subjects such as woodwork, engineering, multimedia,
mandatory technology, graphics are being taught by faculty teachers.

Report Goals

The report is based on the Understanding by Design (UbD) framework. UbD framework is a
tool for teacher’s continuing professional development and effective planning for the
curriculum. The centre point is to pay attention to all learners’ learning preferences
(Yurtseven, & Altun, 2017) and to ensure all students’ understanding can be deepened
(McTighe, & Wiggins, 2012).

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  Address the literacy and numeracy concerns in the unit.
 Provide effective differentiation to ensure diversity needs of students are met in the
classroom.
 Enhance teaching and learning sequence to ensure the learning goals are clear and the
learning process is effective and meaningful.
 Improve class activities to boost students’ interest and ensure they are engaged in the
lesson.
 Challenge student’s critical and creative thinking through analysing, brainstorming
and solving problems.
 Increase student’s personal and social capability through a variety of collaborative
approaches to learning.

Brief List of Recommendations

Meeting diverse learning needs and achieving an inclusive teaching and learning environment
is the main target for this program evaluation report.

 Include more literacy and numeracy activities to the unit.

 Provide detailed scaffolding to ensure each student in the class understand the
requirements and the learning process, particular for English as Second Language
(ESL) students and low ability learners.
 Write down the teaching and learning sequence on the whiteboard before the lesson
begins, so that all students are clear of what they are expected in the lesson.
 Give clear instructions to ensure all students know the learning goals and the learning
process is effective and meaningful.
 Modify some activities to make activities more flexible, interesting and fun, therefore
enhance student’s engagement.
 Analysis of graphic design artworks can be incorporated in the lesson to challenge
student’s critical and creative thinking.
 Include collaborative activities to work within a group to enhance student’s personal
and social capability.

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Background information to the unit

The scope and sequence wasn’t provided by the faculty. And the unit of work that is being
evaluated in this report is my original work based on an option module on page 38 and 39 in
Graphic Technology Years 7-10 Syllabus and designed for Year 9 Graphic Technology class
in Cabramatta High School. The module is about Graphic Design and Communication and it
helps students to understand the knowledge and the skills of graphics technology with
specific focus in graphic design (NSW Education Standards Authority (NESA), 2019).

The Year 9 Graphic Technology class consists of 16 students with 15 boys and 1 girl joined
from Intensive English Centre (IEC) after half of the unit were taught and when students all
started working on their assessment task. Almost all students in the class come from non-
English speaking background, and among these students, about one third of the students
graduated from IEC and started Year 9. Therefore, the English communication ability of
these students is comparatively lower than other non-English background students who were
born in Australia or immigrated to Australia when they were little. This class includes diverse
learners, such as English as Second Language (ESL) students, students that are Gifted and
Talented, and students with low-Socio Economic Status (low-SES).

This unit of work is designed for 5 weeks long with an assessment task at the end to assess
whether students achieved their learning outcomes. The program includes contents such as
introduction of graphic design, how graphic design related to printing industry, design
process, graphic design elements and principles, standard symbols and conventions, and how
to use Illustrator to create their own designs. The assessment task asks students to design two
A3 posters of their chosen theme.

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Comparative Table
Area of Strengths of the Concerns of the Suggested Research support
consideration area of area of Changes to for the changes
consideration consideration counteract suggested.
concerns
Think Pair Share Students would Literacy written New South Wales
activity, short oral not be able to tasks should be Department of
Literacy response and practice their incorporated to the Education (2016)
discussions are writing skills unit to improve
designed in the much in this unit. students’ writing
program. skills.
Numeracy Students would Calculation New South Wales
activity is not practice higher activity relate to Department of
Numeracy included in the numeracy skills. real world should Education (2016)
unit. be incorporated in
the unit.
Think Pair Share Students would Visual analysis Dalal, 2011; Chang,
Critical and activity and not further activity should be Chen, & Chiu
Creative discussion develop their incorporated to (2015); Settle and
Thinking activities allows divergent thinking enhance student Shaw (2018);
students to skills and use their critical and Christenson (2018);
develop their higher order creative thinking Broemmel, Jordan,
critical and thinking skills to skills. & Whitsett (2016)
creative thinking generate original
skills. ideas that are
creative.
Think Pair Share Students would Group research Settle & Shaw
Personal and and discussion not experience activity should be (2018); Christenson
Social activities. working incorporated to (2018)
Capabilities collaboratively. develop students’
collaborative
skills.
Teacher-centred Students would Lesson sequence Broemmel, Jordan,
Instructional and student- not be clear of the should be written & Whitsett (2016);
Environment centred strategies learning goals. on whiteboard and Qablan, Al-Ruz,
are implemented clear instructions Theodora, & Al-
in the lesson. should be given Momani (2009);
by teacher to Wang & Wen
make the learning (2010); Robertson
effective and (2017); Vandervoort
meaningful. (1983)
Engagement Some games are Students’ interest More choices Broemmel, Jordan,
and incorporated to and need would should be & Whitsett (2016)
Motivation make the lesson not be satisfied integrated in
more interesting. and the learning assessment and
would not be lesson activities so
effected if they are students are able
not engaged. to direct their own
learning.

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 The unit is Students’ Activities and the McTighe, &
planned backward understanding assessment should Wiggins (2012);
Understanding from long-term, would not be able be modified to Yurtseven, & Altun
by Design desired results. to indicated reveal student (2017)
through the six understanding
facets of through
understanding. explaining,
interpreting,
applying, shifting
perspective,
emphasizing, and
self-assess.

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Recommendations

The following recommendations will be focused on instructional environment, literacy and

numeracy, engagement and motivation, critical and creative thinking, and personal and social
capability.

Instructional environment

For students to learn effectively, many parts of the lesson need to be balanced, sequenced and
synchronized (Broemmel, Jordan, & Whitsett, 2016). There are two instructional models that
offer the best opportunities for students to learn, one is direct instruction, which refers to the
teacher plays the role that deliver the knowledge and skills in a step-by-step way to students.
Through direct instruction, more guidance can be received by students (Broemmel, Jordan, &
Whitsett, 2016). It can be seen as the most organized ways of teaching (Qablan, Al-Ruz,
Theodora, & Al-Momani, 2009), and it is an easier method for teaching new content and
skills (Robertson, 2007). Nevertheless, this approach relies on memorization, therefore, it is
hard for students to store the new knowledge into long-term memories (Vandervoort, 1983)
and students’ judgement ability can also be affected by using direct instruction (Wang &
Wen, 2010).

The other instructional model is inquiry learning, it refers to the approach that allows
knowledge and skills to be discovered by students (Broemmel, Jordan, & Whitsett, 2016).
This type of approach enables students to promote their critical thinking skills, and students
play an active role to utilize their curiosity and engage much more in the lesson (Broemmel,
Jordan, & Whitsett, 2016). However, inquiry learning also has its disadvantages. It can be
difficult for teachers to maintain students’ interest and it is challenging and time consuming
to plan for this type of instruction (Robertson, 2007).

By summarizing above facts, it is more likely for students to achieve their best when
implementing both instructional models in the lesson. Teacher can use direct instruction to
deliver new knowledge and skills and use inquiry learning to provide opportunities for
students to apply their knowledge understanding and develop their process skills (Broemmel,
Jordan, & Whitsett, 2016).

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In the original program, teacher-centred approaches and student-centred approaches are well
balanced. For example, in a lesson, a video that introduces design elements is played at first,
then I explained each element in detail, and after that worksheets are handed out for students
to complete. Students’ understanding of design element can be deepened through answering
questions, brainstorming and drawing each element on the worksheet. Moreover, teacher-
centred teaching and student-centred discussion and self-directed research are always
included to balance the lesson. However, the sequence of the lesson can be more clear to
students by writing down the sequence of the lesson on the whiteboard before the lesson
begins. The teacher also should give clear instructions for each task in the lesson to ensure
the learning process is effective and meaningful.

Literacy and Numeracy

When evaluating the unit of work, it is highly regarded that the integration of numeracy is not
obtrusive, and for literacy, only oral communication skills are practiced in the lesson through
short response, Think Pair Share activity and group discussions. The New South Wales
Department of Education (2016) proposed the Literacy and Numeracy Strategy 2017-2020,
and it suggested that literacy and numeracy skills are the foundation for students to be
successful in learning, and secondary teachers should provide more support for literacy and
numeracy. Written tasks or activities should be included in the unit of work to enhance
students’ literacy written skills. For example, a few lessons on analysis of different style of
graphic design can be comprised, and at the end, students will need to hand in a 500-word
analysis on a graphic design artwork of their chosen. Moreover, numeracy skills can be
practiced by students through incorporate some calculation activities that relate to the real
world to solve design and printing problems regard to price calculation.

Engagement and Motivation

Engagement can be seen as the result of motivation, therefore, the goal for engagement must
be targeted at motivation (Broemmel, Jordan, & Whitsett, 2016). People desire to direct their
own learning, which involves having choices and having the ability to self-select (Broemmel,
Jordan, & Whitsett, 2016). It is suggested that in order to achieve positive engagement
outcomes, teachers should consider integrating options for student choice when selecting
interesting tasks based on students’ interest and needs (Broemmel, Jordan, & Whitsett, 2016).

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Moreover, “students’ choice for what, where, how, and with whom work is done” (p. 164)
can also be very motivating (Broemmel, Jordan, & Whitsett, 2016). Therefore, it is
recommended to provide more choices for students in different tasks and assessments that
they work on to motivate their learning and as the result, enhance their engagement. By doing
so, students can also build their responsibility and independence that benefit their future
study skills (Broemmel, Jordan, & Whitsett, 2016).

Critical and creative thinking

Critical thinking is using logical reasoning and well-supported evidence to think reflectively,
clearly and rationally (Dalal, 2011). And creative thinking emphasizes on divergent thinking
and original idea creation (Dalal, 2011; Chang, Li, Chen, & Chiu, 2015). Both critical
thinking and creative thinking are components of higher order thinking and there is evidence
that students’ originality as well as creativity can be inspired when both critical thinking and
creative thinking are integrated in teaching (Chang et al., 2015). Settle and Shaw (2018)
argues that activities with one correct answer but various possibilities to reach the correct
conclusion can be chosen to enhance student critical thinking skills. Also, activities featured
discussion are more likely to help students engage in the lesson and improve their critical
thinking skills (Settle & Shaw, 2018). For instance, visual analysis activities can be included
in the lesson, such as the design artwork is demonstrated to students allowing them to think
differently and see various possibilities. And through discussion within groups, it can also
enhance student personal and social capability. Christenson (2018) also pointed out that
Think-pair-share is an effective way to promote students to use higher order thinking skills
and building relationships between students, and additional learning by considering the
perspective of their peers. In the unit of work evaluated, many Think-pair-share and group
discussion activities are involved.

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 Reference

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). My school.

Retrieved from: https://www.myschool.edu.au/school/41563

Broemmel, A. D., Jordan, J., & Whitsett, B. M. (2016). Learning to Be Teacher Leaders: A

framework for assessment, planning, and instruction. New York: Routledge.

Cabramatta High School. (n.d.). About our school. Retrieved from: https://cabramatta-

h.schools.nsw.gov.au/about-our-school.html

Chang, Y., Li, B., Chen, H., & Chiu, F. (2015). Investigating the Synergy of Critical

Thinking and Creative Thinking in the Course of Integrated Activity in Taiwan.

Educational Psychology, 35(3), 341-360. Retrieved from:

http://dx.doi.org/10.1080/01443410.2014.920079

Christenson, L. (2018). Straightforward Active Learning Modalities for the Higher Education

Classroom. NACTA Journal, 62(1), 99-100. Retrieved from:

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&si

d=ebfc9994-b5b9-4f59-a1cd-de00a99b5557%40pdc-v-sessmgr06

Dalal, N. P. (2011). Using Educational Technologies to Further Critical Thinking, Creative

Thinking, and Wisdom. 2011 IEEE International Conference on Technology for

Education, 299-300. Doi: 10.1109/T4E.2011.64.

McTighe, J., & Wiggins, G. (2012) Understanding by Design Framework: Introduction:

What is UbD Framework. Retrieved from:

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

New South Wales Department of Education (2016). Literacy and Numeracy Strategy 2017-

2020. Retrieved from: https://education.nsw.gov.au/teaching-and-

learning/curriculum/literacy-and-numeracy/literacy-and-numeracy-strategy-2017-

2020/Literacy-and-numeracy-strategy-FULL_document.pdf

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NSW Education Standards Authority (NESA). (2019). Graphic Technology Years 7-10

Syllabus. Retrieved from:

http://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/technologies/graphics-technology-2019

Qablan, A., Al-Ruz, J., Theodora, D., & Al-Momani, I. (2009). “I know it’s so good, but I

prefer not to use it.” An Interpretive Investigation of Jordanian Preservice Elementary

Teachers’ Perspectives About Learning Biology Through Inquiry. International

Journal of Teaching and Learning in Higher Education, 20(3), 394-404. Retrieved

from:

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=2&si

d=deaa7fed-24f4-4016-ba42-fc659d631a3c%40sessionmgr103

Robertson, B. (2007). Getting past “Inquiry versus Content”. Educational Leadership, 64(4),

67-70. Retrieved from:

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&si

d=6f705257-7887-4f2f-8d22-2b32c6bb0578%40pdc-v-sessmgr01

Settle, Q., & Shaw, E. (2018). Integrating Creative Thinking, Critical Thinking, and Team-

Building Activities into Lessons. NACTA Journal, 62(1), 100-101. Retrieved from:

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&si

d=ebfc9994-b5b9-4f59-a1cd-de00a99b5557%40pdc-v-sessmgr06

Vandervoort, G. S. (1983). What Would John Dewey Say About Science Teaching Today?

The American Biology Teacher, 45(1), 38-41. Retrieved from: https://www-jstor-

org.ezproxy.uws.edu.au/stable/4447618?sid=primo&origin=crossref&seq=1#metadat

a_info_tab_contents

Wang, J., & Wen, S. (2010). Examining Reflective Thinking: A study of changes in methods

students’ conceptions and understandings of inquiry teaching. International Journal

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 of Science and Mathematics Education, 6(3), 1-21. Retrieved from: https://link-

springer-com.ezproxy.uws.edu.au/content/pdf/10.1007%2Fs10763-007-9085-8.pdf

Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL Teaching:

Teachers’ professional development and students’ achievement. Educational

Sciences: Theory & Practice, 17(2), 437-461. Doi: 10.12738/estp.2017.2.0226.

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Reconstructed unit

Concept Map

15
Scope and Sequence

Scope and Sequence For Year 9 Graphic Technology

Year 9 Number of weeks: 40
Term Program Outcomes
1 Key tag 5.1.1
Time: 10 weeks 5.1.2
5.2.1
Students will engage with various of design skills, including 2D 5.2.2
design sketching, freehand sketches, 3D sketching (orthographic 5.3.1
projection, isometric projection), rendering, shading (tone shading, 5.3.2
line shading, texture shading), etc. 5.4.1
5.5.1
5.5.2
2 Children’s Toys 5.1.1
Time: 7 weeks 5.2.1
5.2.2
Students focus on the development of drawing skills (orthographic 5.3.1
projection, isometric projection). Based on the previous module, 5.3.2
students develop further skills in computer-based drafting and 5.4.1
rendering, and appropriate selection of presentation styles and 5.5.2
techniques for the purposes of marketing 5.6.1
Packaging 5.1.1
Time: 7 weeks 5.2.1
5.2.2
Students engage in design in graphics, and focus on design 5.3.1
principles and elements, research and design process. Drawing skills 5.3.2
(orthographic projection, isometric projection) will also be 5.4.1
emphasised and developed in this unit. Packaging designers will be 5.5.1
investigated, particular on their role in design and development of 5.5.2
product packaging. 5.6.1
5.6.2
3 Household Appliances 5.1.1
Time: 8 weeks 5.1.2
5.2.1
Students will engage in the production of drawings of common 5.3.1
household appliances. Students refine their drawing skills and 5.3.2
computer-based drafting skills through the production of household 5.4.1
appliances, such as microwave oven, lamp, refrigerator. Students 5.4.2
4 Poster Design
will learn about 3D modelling and produce a 3D model of a chosen 5.1.1
5.5.2
appliance.
Time: 8 weeks 5.6.1
5.1.2
5.2.2
Students explore the graphic design world. Learn design principles
5.3.1
and elements, analysis different graphic design styles. And utilize
Illustrator to create a series of posters of their chosen theme (either 5.3.2
Halloween or Christmas). 5.6.1

16
Redesigned Unit of work

Colour Keys:
-Literacy modifications
-Numeracy modifications
-Critical and Creative Thinking modifications
-Personal and Social Capabilities modifications
-Instructional Environment modifications
-Engagement and Motivation modifications
-Understanding by Design modifications

UNIT OUTLINE
Subject: Graphic Technology - Graphic Number of Weeks: 5
Design and Communication
Course: Year 9

Unit title: Poster design – house party

Key Concepts/ Big Ideas The importance of this learning

Students apply the graphic design
concepts and principles and design two
A3 posters for a house party. They can
choose their poster theme from either a
Halloween house party or a Christmas
house party.
Students learn to communicate graphically,
evaluate the effectiveness of graphical
communications for a variety of purposes and be
able to produce graphic presentations.

Syllabus Outcomes
5.1.1 communicates ideas graphically using freehand sketching and accurate drafting
techniques
5.1.2 analyses the nature of information and intended audience to select and develop
appropriate presentations
5.2.2 evaluates the effectiveness of different modes of graphical communications for a
variety of purposes
5.3.1 identifies, interprets, selects and applies graphics conventions, standards and
procedures in graphical communications
5.3.2 manages the development of graphical presentations to meet project briefs and
specifications
5.4.1 manipulates and produces images using computer-based drafting and presentation
technologies
5.6.1 demonstrates the application of graphics to a range of industrial, commercial and
personal settings

Literacy Focus Numeracy ICT Focus Differentiation

Focus

17
-Terminology -Numeracy -Computer ESL students:
-Short oral response activity (size) -Internet online -Use of images and visual
-Class discussion -Calculation research supports
-Written response on activity (Price) -Online website -Demonstrations and
worksheets for icon design scaffolding
-Literacy activity: Find -Adobe Illustrator Low SES students:
the word game -Offer choices in various
-Presentation teaching and learning activities.
(assessment task) -Offer flexibility in assessment
-Visual analysis task
reflection (500 words) Gifted and Talented students:
-Create challenging task
-Provide extra choices to extend
the task

Syllabu Students Student Teaching and Learning Strategies including assessment

s learn about s learn for learning.
outcom to
es
5.3.1  Standard  Iden -Teacher writes down the lesson sequence on the whiteboard
identifi symbols/ tify every time before the lesson begins and explain the learning
es, conventi and goal for the lesson.
interpr ons used appl -Teacher introduce the topic and the briefly explain the task
in y with information on the PowerPoint slides (task details also
ets,
graphical stan listed in Assessment details below) (Show poster examples
selects
communi dard on the PPT so that students know the expectation of the
and cation sym teacher). [PowerPoint slides]
applies bols
graphic  The and Introduction of graphic design
s significa relat -Teacher introduce the background of graphic design, how it
conven nce of ed is related to real life and the style changes over time.
tions, standard conv -Students watch the video and fill out the worksheet based
standar symbols entio on the video. [worksheet – The Universal Arts of Graphic
ds and in ns to Design]
proced internatio a -Teacher introduces graphic design including logo, icon,
ures in nal/multi num letterheads, advertising, maps, signage, poster, brochure,
lingual ber manual (instructional and maintenance), packaging, etc.
graphic
communi of [PowerPoint slides]
al grap -Think Pair Share activity (or student can choose to do it on
cation
commu hic their own or in a group of 3 people): On a PPT slide of
nicatio  Freehand desi different designs for different products, ask students to think
ns design gn which one they like, discuss with the student next to them on
sketching and why they like the design. And the whole class share the
5.1.2 com paired up discussion they had by asking a student to speak
analyse mun out what’s his/her partner’s choice and explain reasons.
s the icati -Teacher demonstrates some creative signage design to
nature on students. [website – Signage Design:
of cont http://www.howdesign.com/design-creativity/incredible-
inform exts signage-design/]
ation
 Dev From design to printing
and -Elaborate sizes: A0-A7, DL, SRA3
elop

18
intende and -Caculation activity: Calculate how many SRA3 paper to use
d pres for the design with a certain size. [worksheet – Calculation
audien ent activity]
ce to grap -Various paper textures and weight [website – Paper types
select hic and paper stocks]
desi  Coated stocks / uncoated stocks
and
gns  Paper weight: 80gsm, 100gsm, 150gsm, 200, 250,
develo thro 300, 310gsm
p ugh  Special paper: linen, environmental stocks
approp the  Poster: paper, polyester, canvas, corflute
riate use http://designpink.com.au/paper-types-and-paper-stocks/
present of -Activity: Showing a few products (magazine, perfect
ations free binding books, saddle stitch brochures, business card, flyers
hand and menus) to students and ask them what’s the paper used?
5.1.1 sket [Resources - magazine, perfect binding books, saddle stitch
commu chin brochures, business card, flyers and menus, etc.]
nicates g
ideas -Calculation activity: Teacher hand out the worksheet with
graphic price calculation problems on it and ask students to complete
ally the worksheet. [Worksheet – Price calculation]
using
Design process
freehan -Teacher asks students to predict the design process.
d -Students watch the video What is graphic design ... the
sketchi
process (3 min 07) [video – Design process]
ng and
accurat  Ask students to take notes while watching and try to
write down the design steps mentioned in the video
e
 Teacher writes 6 blank rectangles on the whiteboard
draftin
to ask students to fill in the blanks with design steps
g mentioned in the video
techniq  Class discussion on the design process:
ues 1. Project brief: What is it? What are possible
solutions? Understand the client and the
5.2.2 audience. (Then brainstorm, think about the end
evaluat users, they are the centre of the design.)
es the 2. Research: find inspiration
effectiv 3. Concept/ideas: come up with design concept or
eness ideas (sketch); think about the constraints, e.g.
of budget, time, technique, production methods,
differe etc.
4. Proposal/Presentation: discuss the design
nt
solution with client and get feedback
modes 5. Revise: Refine the design with feedback
of received, make the design functional.
graphic 6. Final: design production
al  Group discussion about the design process for a
commu poster
nicatio  Group discussion about the poster design brief. Ask
ns for a students to think about the design brief for the poster
variety (assessment task) and point out what are the
of important information in the design brief.
purpos
es Design elements – Line, shape, form, texture,
balance/space, colour

19
 -Teacher asks students to watch the video Beginning
(week Graphic Design: Fundamentals (6min 25) and take notes
1: 4
[video – Design elements]
periods)
-Teacher explain design elements
 Line: different weight, colour and texture; guide
viewers’ eye
 Shape: geometric / organic -> create illustrations
 Form: 3D shape; adding light, shadow, perspective;
show depth and layers
 Texture: physical quality of a surface; add depth and
designality; good to have it for background
 Balance/space: symmetrical (centred design) /
asymmetrical; space, colour, size
Rule of third: 3x3 grid to create visual balance;
forms human eye pattern
 Colour (let students know that we will look more
into colour later)
-Teacher asks students to complete the worksheet [worksheet
– Graphic design elements]

Standard symbols/conventions
-Teacher introduce how symbols designs are related to real
life.
-Teacher shows standard symbols in architecture and
landscape drawings, product design and weather icons.
[PowerPoint slides – Symbols and icons]
-Think Pair Share activity on why are standard symbols
significant in international/multilingual communication.

-Teacher demonstrate the following on computer and class

discussion on the messages that these symbols trying to
reveal:
 Australia road regulatory sign
 Building drawings (p.3)
https://www.sqa.org.uk/sqa/files_ccc/Graphic_Communicati
on_Standards_and_Conventions.pdf
 Olympic game symbols and logos (international
version & Beijing version)
-Teacher shows a video and explains how Beijing Olympic
logo and pictogram are inspired from the seal character.
[video – seal character]
-Bingo game: Teacher hands out the worksheet and explains
the rules. [worksheet – Olympic symbol bingo game]
 Each student come to the front in order to act the
sport out, the first student put the hand up get the
chance to guess it.
 If the student guessed it right, then one square is
filled. The student who acted out the sport get the
square filled out too
 Students need to guess the whole row or a column to
win the game

20
 App icon on phones (if interested, students can look into by
themselves. Recommended website below)
- https://medium.com/sketch-app-sources/7-handy-tips-for-
better-app-icon-design-a43e370307cc
-Ask if students are interested in game application icons or
daily communication tool icons.
-Teacher ask students to do research on the type of icons
they are interested in. They can choose to do it on their own
or in pairs.
-Ask students to find 2 particular icons they like and look
into the design process of these 2 icons and make a
PowerPoint slides to present the design process of these
icons orally (content can include colour choice, inspiration,
design process, etc.).

Sketch some icons/symbols (worksheet)

-Teacher asks students to brainstorm what icons can they
create from the information in the design brief in the task
-Drawing activity: Teacher asks students to sketch some
icons to represent time, address, contact, etc. [worksheet –
Icon drawing]
-Online drawing activity: Teacher asks students to
experience the online icon design software:
https://iconsflow.com/
5.3.2  Graphic  Appl Graphic design principles
manag design y -Teacher go through the questions on the worksheet.
es the concepts grap [worksheet – Graphic design principles]
develo and hic Proximity, White space, Alignment, Contrast, Repetition,
pment principle desi -Teacher asks students to complete the worksheet while
s gn watching the video Beginning Graphic Design: Layout &
of
including prin Composition (5min 14):
graphic : ciple https://www.youtube.com/watch?v=a5KYlHNKQB8&list=P
al - Com s to LpQQipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=8
present positi area &t=44s
ations on s of Balance, Alignment, Emphasis, Proportion, Movement,
to meet - Prop com Patter/Repetition, Contrast, Unity/Variety
project ortio mun -Teacher asks students to complete the same worksheet
briefs n icati while watching another video The Principles of Design
and - Bala on (2min 05):
specifi nce such https://www.youtube.com/watch?v=ZK86XQ1iFVs
cations - Tone as -Teacher gives students some more time to complete the
- Cont - G worksheet. [worksheet – Graphic design principles]
rast r -Teacher leads class discussion on the answers of the
5.1.2 a worksheet. [worksheet – Graphic design principles]
- Brig
analyse htnes p
s the s h Research
nature - Colo i -Teacher hands out the worksheet and asks students to log on
of ur c to computers to do self-directed research (find information,
inform d inspiration for poster layout, brainstorm) for their assessment
ation  Compute e task and fill in the worksheet while they doing research.
and r-based s [worksheet – assessment task]
intende research i
d and g Colour
design n -Teacher explains the difference between RGB and CMYK.
audien

21
ce to techniqu -Teacher explains questions on the worksheet. [worksheet –
select es  Dev colour]
and elop -Teacher asks students to complete the worksheet while
develo  Freehand and watch the video Beginning Graphic Design: Color (6min
p design pres 32):
sketching ent https://www.youtube.com/watch?v=_2LLXnUdUIc&list=PL
approp
grap pQQipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=7&
riate
 The hic t=209s
present develop desi
ations ment of gns -Teacher leads class discussion on the answers for the
graphical thro worksheet. [worksheet – colour]
5.1.1 images ugh
commu and the Colour Theory resource:
use https://decoart.com/blog/article/318/color_theory_basics_the_color_w
nicates presentat
heel?article_id=318
ideas ions of
graphic free Typography
ally hand -Teacher asks students to watch the video Beginning
sket
using Graphic Designer Typography (6min 23):
chin https://www.youtube.com/watch?v=sByzHoiYFX0&list=PL
freehan g
d pQQipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=6&
sketchi t=5s
ng and
-Teacher leads class discussion on Typography infographic
accurat
(different fonts). [image – Typography infographic]
e
draftin -Activity (game): Teacher hands out the worksheet and asks
g students to form into groups. Teacher asks students to point
techniq out what design elements and principles are used in the
ues design. The group pointed out the most wins.
(Line, Shape, Form, Texture, Balance, Colour) and
(week (Proximity, White space, Alignment, Contrast, Repetition,
2: 3 Emphasis, Proportion, Movement, Unity)
lessons) -Teacher leads class discussion on the worksheet. [worksheet
– identify design elements and principles]

Visual Analysis Activity – Design Style:

-Teacher demonstrate two different styles of graphic design
artworks, one is Art Deco style and the other one is Post-
modern style.
-Teacher asks students to pair up and interpret the difference
of these two styles. Ask students to discuss what they can
see in the artwork, what they can feel when they see the
artwork, and what makes them feel that way. Ask students to
shift their perspective and try different interpretations.
-Teacher ask students to share their answers with the whole
class.

Design styles – Art Deco style

-Teacher introduce Art Deco style graphic design.
 It was popular in 1920’s and 30’s, but it was not coined
until 1925.
 It uses sharp, aero-dynamic shapes, Egyptian zigzags,
motion lines and, in more modern times, an
airbrushed/grainy look.

22
  It also uses high contrast in colours
 It can be found in period comic books, old car show
posters, book covers and movie posters.
-Teacher demonstrate some graphic artworks that are Art
Deco style and ask students to point out their characteristics.
(https://medium.com/@bhattifaizan/graphic-design-styles-
fa85aff1ff69)

Design styles – Post-Modern style

- Teacher introduce Post-modern style graphic design.
 It started to impact on graphic design until the
middle of the 1980’s.
 It is a new way of thinking about design, one that
instigated a new way of designing.
 It is mixed up style and characterized by a tilted
axis, collage-like illustrations, overlying figures, and
impulsive decoration.
 If it is used correctly, it can give projects a unique
expression
 The main characteristics include collage like
illustrations, overlapping elements, impulsive and
playful and tilted axis.
-Teacher demonstrate some graphic artworks that are Post-
modern style and ask students to point out their
characteristics.
(https://medium.com/@bhattifaizan/graphic-design-styles-
fa85aff1ff69)

Homework (Literacy-written/oral):
-Ask students to reflect on what they have learnt on graphic
design styles focus on Art Deco style and Post-modern style
and write a reflection of 500 words. Extra research can be
done at home to complete the reflection.
-Or students can choose to do a 15min presentation to
compare Art Deco style and Post-modern style.

-Teacher demonstrate some of the popular/famous graphic

artworks from year 2005-2018.
-Teacher ask students to explain what difference they can see
in each year’s different design style.
-Teacher plays the video to students.
The biggest graphic design trends that will dominate 2019
https://venngage.com/blog/graphic-design-trends/

5.4.1  Graphic  Use Teacher demonstration on Adobe Illustrator

manipu design digit -Teacher asks students to log on to computers and open up
lates concepts al Adobe Illustrator
and and imag -Review how to create a new design file in illustrator and
produc principle e settings for assessment task
s libra -Set up new file (size, alignment, bleed, colour mode,
es
including ries resolution)
images : in -Basic tools and panels:
using the  Layers (show & hide, lock & unlock, layer on top)
comput desi

23
er- - Com gn  Hand tool (Space bar and click): move the artboard
based positi of around
draftin on grap  Zoom out (Ctrl -) & zoom in (Ctrl +)
g and - Prop hics  Rectangle tool (click and drag): tool bar on top to
present ortio change colour and stroke
n
ation  Selection tool (V): change the size of the shape (Shift +
- Bala
technol scale uniformly / Alt + scale from two axes at the same
nce
ogies - Tone time)
- Cont  Rectangle (click and hold) -> Star tool: draw stars (up
5.6.1 rast and down arrow keys to change the points of the
demon - Brig star)
strates htnes  Direct selection tool (A): manipulate particular anchor
the s point on the shape
applica - Colo  Lasso tool (Q): Select multiple anchor points in the
tion of ur shape to make change
graphic  Pen tool (P): add (+) and remove (-) anchor points of
s to a  Compute the shape / draw shapes: click to create a linear line &
range r-based click and drag to create a curve line / Alt and click on
research the point to get rid of the continue curvature / hold
of and Ctrl and click on the anchor point to move around
industri design
al,  Curvature tool: click multiple points to carry on the
techniqu
comme es curvature / Alt and click on the anchor point to make a
rcial sharp point
and  The  Type tool (T): create text -> discover other type on
person develop path tool etc.
al ment of  Brush tool (B): draw (bracket keys to increase or
settings graphical decrease the weight of the stroke) -> good to create
images customized typography or shapes
(week and  Eyedropper tool (I): select the object, select the tool,
presentat click on other object to match the settings
3: 4
ions
lessons
)  Opacity
 Align
 Font

Option：
 Shape builder tool (Shift + M): create custom shapes
from overlapping shapes (Alt and drag to get rid of
the part / shift and click to bring the part back) –
separate parts to become new shapes
*Copy the Illustrator shortcuts infographic to students

Assessment Task
-Students working on computer to continue with their task.
5.3.2  Compute  Use Assessment Task
manag r-based digit -Students working on computer to continue with their task.
es the research al
develo and imag Task due this week.
pment design e
techniqu libra Presentation (assessment task)
of
es ries
graphic

24
al in -Teacher asks students to have a 5 to 10 minutes presentation
present  The the to explain the design idea, target audience, design elements
ations develop desi and principle implemented, etc.
to meet ment of gn
project graphical of
images grap
briefs
and hics
and presentat
specifi ions  Com
cations bine
diffe
5.4.1 rent
manipu medi
lates a
and such
produc as
es text,
draw
images
ings
using and
comput phot
er- os in
based the
draftin deve
g and lop
present ment
ation of
technol grap
ogies hics

 Iden
(Week
tify
4: 3 and
lessons use
) appr
opri
ate
soft
ware
to
prod
uce
grap
hic
desi
gns
for a
give
n
situa
tion
Assessment Details Outcomes
Students apply the graphic design elements
and principles and design a series of A3

25
posters (2) for either a Halloween party or a
Christmas party with the following
information:
-Title (the title students having for their
poster)
-Date, day and time (choose the date and
time to fit the party theme)
-Venue/address (make up an address for the
party)
-RSVP information: RSVP to
xxx@xxxxxxx.com (make up an email
address) or Call 04xx xxx xxx (make up a
phone number)
-Special event (students come up with an
event that is fun and related to the party
theme; have the event name and a short
description on poster and make sure it’s
clear for audience to reac)
-Other requirements:
 Students need to have at least 3
illustrations created by themselves.
Students can use some design
resources downloaded from the
internet to enrich the design.
Resources include background
texture/pattern, icons, small design
elements, etc.
 Students need to prepare a 5 to 10-
minute presentation to explain the
design idea, target audience, design
elements and principle
implemented, etc.
Evaluation of the Learning and
Teaching

26
 Redesigned Assessment task and Marking Criteria

Cabramatta High School

Year 9 - Graphics Technology
Assessment Task Notification

Classroom Teacher: C. Feng Course/Year: Graphics Technology / Year 9

Date of Issue: Monday 15/10/2018 Assessment Task No: 4
Date to be Submitted: Friday 9/11/2018 Format of Task: PDF
Weighting: 20%

School policy applies regarding non-submission due to illness/misadventure. If school policy is not
followed, a mark of 0 will be awarded.

The task must be handed in on the required date to your classroom teacher and the work must be
referenced and be the work of the student. It is advisable to keep a copy of the task for your record

TASK DESCRIPTION:
Applying graphic design elements and principles to create 2 A3 size posters with different
designs but same theme (Halloween/Christmas) for your chosen target audience.
Prepare a 10 minutes presentation to explain your design to the class (e.g, you can
explain the chosen target audience the poster is designed for, your design ideas, the
reasons for you to choose a particular colour, font or alignment, elements and principles
you applied in your design, what is the special event about, knowledge you have learnt
within this topic, etc.).

STEPS TO SUCCESSFULLY COMPLETE THE TASK:

Consistent designs with graphic design elements and principles applied and suitable for
chosen target audience.
Colour mode: CMYK Bleed: 3mm on 4 sides
Students will need to include the following information in the poster:
 Title: Halloween House Party / Christmas House Party
 Date and time: Choose your own date and time to fit the party theme
 Venue/Address: Make up your own address
 RSVP information: RSVP to xxx@xxxxx.com or Call 04xx xxx xxx
 Special event: think of a special event to fit the party theme and include the
information for the event in the poster (Make sure it’s short and clear for the
audience to read)

Submission details:
Submit one single PDF file with 2 posters (2 pages) and class presentation take place on
Friday, 9/11/2018.

27
 MARKING CRITERIA

Band Description of Marking Criterion Mark

Range
Poster design: 16-20
6 -Demonstrated various kinds of the application of graphic design
elements and design principles in a creative and consistent mean.
-Required information is included in poster design, appropriated for the
theme chosen, and is accessible and understandable for target
audience.
-A creative special event that is suitable for the theme chosen as well as
the target audience and has been stated in a short but informative way
for target audience,
-The design is eye catching and the style looks consistent.
-Correct colour mode, bleed and size.

Presentation:
-Thoroughly explain the design ideas, target audience, choose of design
elements and principles and special event.
-Thoroughly reflect on what you have learnt.
Poster design: 12-16
5 -Demonstrated few kinds of the application of graphic design elements
and principles in a creative and consistent mean.
-Required information is included in poster design, appropriated for the
theme chosen, and is accessible and understandable for target
audience.
-A special event that is suitable for the theme chosen as well as the
target audience and has been stated in an informative way for target
audience,
-The design style is creative and consistent.
-Correct colour mode, bleed and size.

Presentation:
-Clearly explain the design ideas, target audience, choose of design
elements and principles and special event.
-Clearly reflect on what you have learnt.
Poster design: 8-12
4 - Demonstrated few kinds of the application of graphic design elements
and principles in a consistent mean.
-Some required information is included in poster design, appropriated for
the theme chosen, and is clear for target audience.
-A special event that is related to the theme chosen and has been stated
for target audience,
-The design style is consistent.
-Correct colour mode, bleed and size.

Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event.
-Reflected on what you have learnt.
Poster design: 4-8
3

28
 -Demonstrated few kinds of the application of graphic design elements
and principles.
-Some required information is included in poster design, or not
appropriated for the theme chosen, and is not clear for target audience.
-A special event that is not related to the theme chosen or is not stated in
a clear way for target audience,
-The design style is less consistent.
-Incorrect colour mode, bleed or size.

Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event roughly.
-Reflected on what you have learnt roughly.

Poster design: 1-4

2 -Demonstrated few kinds of the application of graphic design elements
and principles.
-Some required information is included in poster design, some information
is not appropriated for the theme chosen, and is not clear for target
audience.
-A special event that is not related to the theme chosen and is not stated
in a clear way for target audience,
-The design style is not consistent.
-Incorrect colour mode, bleed or size.
.
Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event roughly.
-Reflected on what you have learnt roughly.

-Unsatisfactory / non attempt 0

1 -Failure to hand in on time

Mark:

Teacher Feedback:

29
 Appendix
Original Unit of work

UNIT OUTLINE
Subject: Graphic Technology - Graphic Design Number of Weeks: 5
and Communication
Course: Year 9
Unit title: Design two posters
for a house party.

Key Concepts/ Big Ideas The importance of this learning

Students apply the graphic design concepts and Students learn to communicate graphically, evaluate the
principles and design two A3 posters for a house effectiveness of graphical communications for a variety of
party. They can choose their poster theme from purposes and be able to produce graphic presentations.
either a Halloween house party or a Christmas
house party.
Syllabus Outcomes
5.1.1 communicates ideas graphically using freehand sketching and accurate drafting techniques
5.1.2 analyses the nature of information and intended audience to select and develop appropriate
presentations
5.2.2 evaluates the effectiveness of different modes of graphical communications for a variety of purposes
5.3.1 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical
communications
5.3.2 manages the development of graphical presentations to meet project briefs and specifications
5.4.1 manipulates and produces images using computer-based drafting and presentation technologies
5.6.1 demonstrates the application of graphics to a range of industrial, commercial and personal settings
Literacy Focus Numeracy ICT Focus Differentiation
Focus
-Terminology -Calculation -Computer ESL students:
-Short oral response activity (size) -Internet online -Use of images and visual supports
-Class discussion research -Demonstrations and scaffolding
-Written response on -Online website Low SES students:
worksheets for icon design -Offer choices in various teaching and
-Literacy activity: Find the -Adobe Illustrator learning activities.
word game -Offer flexibility in assessment task
-Presentation (assessment task)

Syllabus Students Students Teaching and Learning Strategies including assessment for
outcome learn about learn to learning.
s
5.3.1  Standard  Identi -Teacher introduce the topic and the briefly explain the task (task
identifie symbols/c fy details listed in Assessment details below) (task examples on the
s, onvention and PPT). [PowerPoint slides]
interpre s used in apply
ts, graphical stand Introduction of graphic design
communic ard -Teacher introduce the background of graphic design, how it is
selects
ation symb related to real life and the style changes over time.
and ols

30
applies  The and -Students watch the video and fill out the worksheet based on the
graphic significan relate video. [worksheet – The Universal Arts of Graphic Design]
s ce of d -Teacher introduces graphic design including logo, icon,
convent standard conv letterheads, advertising, maps, signage, poster, brochure, manual
ions, symbols in entio (instructional and maintenance), packaging, etc. [PowerPoint
internation ns to slides]
standar
al/multilin a -Think Pair Share activity: On a PPT slide of different designs
ds and gual numb for different products, ask students to think which one they like,
procedu communic er of discuss with the student next to them on why they like the
res in ation graph design. And the whole class share the paired up discussion they
graphic ic had by asking a student to speak out what’s his/her partner’s
al  Freehand desig choice and explain reasons.
commu design n and -Teacher demonstrates some creative signage design to students.
nication sketching com [website – Signage Design: http://www.howdesign.com/design-
s muni creativity/incredible-signage-design/]
catio
5.1.2 n From design to printing
analyse conte -Elaborate sizes: A0-A7, DL, SRA3
xts -Caculation activity: Calculate how many SRA3 paper to use for
s the
the design with a certain size. [worksheet – Calculation activity]
nature  Deve -Various paper textures and weight [website – Paper types and
of lop paper stocks]
informa and  Coated stocks / uncoated stocks
tion and prese  Paper weight: 80gsm, 100gsm, 150gsm, 200, 250, 300,
intende nt 310gsm
d graph  Special paper: linen, environmental stocks
audienc ic  Poster: paper, polyester, canvas, corflute
e to desig http://designpink.com.au/paper-types-and-paper-stocks/
select ns -Activity: Showing a few products (magazine, perfect binding
and throu books, saddle stitch brochures, business card, flyers and menus)
gh to students and ask them what’s the paper used? [Resources -
develop
the magazine, perfect binding books, saddle stitch brochures,
appropr use business card, flyers and menus, etc.]
iate of
presenta freeh Design process
tions and -Teacher asks students to predict the design process.
sketc -Students watch the video What is graphic design ... the process
5.1.1 hing (3 min 07) [video – Design process]
commu
nicates  Ask students to take notes while watching and try to
write down the design steps mentioned in the video
ideas
 Teacher writes 6 blank rectangles on the whiteboard to
graphic ask students to fill in the blanks with design steps
ally mentioned in the video
using  Class discussion on the design process:
freehan 7. Project brief: What is it? What are possible
d solutions? Understand the client and the audience.
sketchin (Then brainstorm, think about the end users, they are
g and the centre of the design.)
accurate 8. Research: find inspiration
drafting 9. Concept/ideas: come up with design concept or
techniq ideas (sketch); think about the constraints, e.g.
ues budget, time, technique, production methods, etc.
10. Proposal/Presentation: discuss the design solution
with client and get feedback

31
5.2.2 11. Revise: Refine the design with feedback received,
evaluate make the design functional.
s the 12. Final: design production
effectiv  Class discussion about the design process for a poster
eness of
differen Design elements – Line, shape, form, texture, balance/space,
colour
t modes
-Teacher asks students to watch the video Beginning Graphic
of
Design: Fundamentals (6min 25) and take notes [video – Design
graphic
al elements]
commu -Teacher explain design elements
nication  Line: different weight, colour and texture; guide
s for a viewers’ eye
variety  Shape: geometric / organic -> create illustrations
of  Form: 3D shape; adding light, shadow, perspective;
show depth and layers
purpose
 Texture: physical quality of a surface; add depth and
s designality; good to have it for background
 Balance/space: symmetrical (centred design) /
(week 1:
asymmetrical; space, colour, size
4
Rule of third: 3x3 grid to create visual balance; forms
periods)
human eye pattern
 Colour (let students know that we will look more into
colour later)
-Teacher asks students to complete the worksheet [worksheet –
Graphic design elements]

Standard symbols/conventions
-Teacher introduce how symbols designs are related to real life.
-Teacher shows standard symbols in architecture and landscape
drawings, product design and weather icons. [PowerPoint slides
– Symbols and icons]
-Class discussion on why are standard symbols significant in
international/multilingual communication.

-Teacher demonstrate the following on computer and class

discussion on the messages that these symbols trying to reveal:
 Australia road regulatory sign
 Building drawings (p.3)
https://www.sqa.org.uk/sqa/files_ccc/Graphic_Communication_
Standards_and_Conventions.pdf
 Olympic game symbols and logos (international version
& Beijing version)
-Teacher shows a video and explains how Beijing Olympic logo
and pictogram are inspired from the seal character. [video – seal
character]
-Bingo game: Teacher hands out the worksheet and explains the
rules. [worksheet – Olympic symbol bingo game]
 Each student come to the front in order to act the sport
out, the first student put the hand up get the chance to
guess it.

32
  If the student guesses it right, then one square is filled.
The student who acted out the sport get the square filled
out too
 Students need to guess the whole row or a column to win
the game

App icons (if interested, students can look into by themselves.

Recommended website below)
- https://medium.com/sketch-app-sources/7-handy-tips-for-
better-app-icon-design-a43e370307cc

Sketch some icons/symbols (worksheet)

-Teacher asks students to brainstorm what icons can they create
from the information in the design brief in the task
-Drawing activity: Teacher asks students to sketch some icons to
represent time, address, contact, etc. [worksheet – Icon drawing]
-Online drawing activity: Teacher asks students to experience the
online icon design software: https://iconsflow.com/
5.3.2  Graphic  Appl Graphic design principles
manage design y -Teacher go through the questions on the worksheet. [worksheet
s the concepts graph – Graphic design principles]
develop and ic Proximity, White space, Alignment, Contrast, Repetition,
ment of principles desig -Teacher asks students to complete the worksheet while watching
including: n the video Beginning Graphic Design: Layout & Composition
graphic
- Comp princi (5min 14):
al osition ples https://www.youtube.com/watch?v=a5KYlHNKQB8&list=PLpQ
presenta - Propor to QipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=8&t=44s
tions to tion areas Balance, Alignment, Emphasis, Proportion, Movement,
meet - Balan of Patter/Repetition, Contrast, Unity/Variety
project ce com -Teacher asks students to complete the same worksheet while
briefs - Tone muni watching another video The Principles of Design (2min 05):
and - Contra catio https://www.youtube.com/watch?v=ZK86XQ1iFVs
specific st n -Teacher gives students some more time to complete the
ations - Bright such worksheet. [worksheet – Graphic design principles]
ness as -Teacher leads class discussion on the answers of the worksheet.
- Colou - G [worksheet – Graphic design principles]
5.1.2
r r
analyse a Research
s the
 Computer- p -Teacher hands out the worksheet and asks students to log on to
nature based h computers to do self-directed research (find information,
of research i inspiration for poster layout, brainstorm) for their assessment
informa and design c task and fill in the worksheet while they doing research.
tion and techniques d [worksheet – assessment task]
intende e
d  Freehand si Colour
audienc design g -Teacher explains the difference between RGB and CMYK.
e to sketching n -Teacher explains questions on the worksheet. [worksheet –
colour]
select
 The  Deve -Teacher asks students to complete the worksheet while watch
and the video Beginning Graphic Design: Color (6min 32):
developm lop
develop and https://www.youtube.com/watch?v=_2LLXnUdUIc&list=PLpQ
appropr ent of
graphical prese QipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=7&t=209s
iate images nt
and graph

33
presenta presentati ic -Teacher leads class discussion on the answers for the worksheet.
tions ons desig [worksheet – colour]
ns
throu Colour Theory resource:
5.1.1 https://decoart.com/blog/article/318/color_theory_basics_the_color_wheel?
commu gh
article_id=318
the
nicates
use
ideas Typography
of
graphic -Teacher asks students to watch the video Beginning Graphic
freeh
ally Designer Typography (6min 23):
and
using https://www.youtube.com/watch?v=sByzHoiYFX0&list=PLpQQ
sketc
ipWcxwt9U7qgyYkvNH3Mp8XHXCMmQ&index=6&t=5s
freehan hing
d -Teacher leads class discussion on Typography infographic
sketchin (different fonts). [image – Typography infographic]
g and
accurate -Activity (game): Teacher hands out the worksheet and asks
drafting students to form into groups. Teacher asks students to point out
techniq what design elements and principles are used in the design. The
ues group pointed out the most wins.
(Line, Shape, Form, Texture, Balance, Colour) and (Proximity,
(week 2: White space, Alignment, Contrast, Repetition, Emphasis,
3 Proportion, Movement, Unity)
lessons) -Teacher leads class discussion on the worksheet. [worksheet –
identify design elements and principles]
5.4.1  Graphic  Use Teacher demonstration on Adobe Illustrator
manipul design digita -Teacher asks students to log on to computers and open up
ates and concepts l Adobe Illustrator
produce and imag -Review how to create a new design file in illustrator and settings
s principles e for assessment task
including: librar -Set up new file (size, alignment, bleed, colour mode, resolution)
images
- Comp ies in -Basic tools and panels:
using osition the  Layers (show & hide, lock & unlock, layer on top)
comput - Propor desig  Hand tool (Space bar and click): move the artboard
er- tion n of around
based - Balan graph  Zoom out (Ctrl -) & zoom in (Ctrl +)
drafting ce ics  Rectangle tool (click and drag): tool bar on top to change
and - Tone colour and stroke
presenta - Contra
 Selection tool (V): change the size of the shape (Shift +
tion st
scale uniformly / Alt + scale from two axes at the same
technol - Bright
ness time)
ogies  Rectangle (click and hold) -> Star tool: draw stars (up and
- Colou
r down arrow keys to change the points of the star)
5.6.1  Direct selection tool (A): manipulate particular anchor
demons
 Computer- point on the shape
trates based  Lasso tool (Q): Select multiple anchor points in the shape
the research to make change
applicat and design  Pen tool (P): add (+) and remove (-) anchor points of the
ion of techniques shape / draw shapes: click to create a linear line & click and
graphic drag to create a curve line / Alt and click on the point to
s to a  The get rid of the continue curvature / hold Ctrl and click on
range of developm the anchor point to move around
industri ent of
graphical

34
al, images  Curvature tool: click multiple points to carry on the
commer and curvature / Alt and click on the anchor point to make a
cial and presentati sharp point
persona ons  Type tool (T): create text -> discover other type on path
l tool etc.
settings  Brush tool (B): draw (bracket keys to increase or decrease
the weight of the stroke) -> good to create customized
(week typography or shapes
3: 4  Eyedropper tool (I): select the object, select the tool, click
lessons) on other object to match the settings

 Opacity
 Align
 Font

Option：
 Shape builder tool (Shift + M): create custom shapes from
overlapping shapes (Alt and drag to get rid of the part /
shift and click to bring the part back) – separate parts to
become new shapes
*Copy the Illustrator shortcuts infographic to students

Assessment Task
-Students working on computer to continue with their task.
5.3.2  Computer-  Use Assessment Task
manage based digita -Students working on computer to continue with their task.
s the research l
develop and design imag Task due this week.
ment of techniques e
librar Presentation (assessment task)
graphic
 The ies in -Teacher asks students to have a 5 to 10 minutes presentation to
al the explain the design idea, target audience, design elements and
developm
presenta ent of desig principle implemented, etc.
tions to graphical n of
meet images graph
project and ics
briefs presentati
and ons  Com
specific bine
ations differ
ent
5.4.1 medi
a
manipul
such
ates and as
produce text,
s drawi
images ngs
using and
comput photo
er- s in
based the
drafting devel

35
and opme
presenta nt of
tion graph
technol ics
ogies
 Identi
fy
(Week and
4: 3 use
lessons) appro
priate
softw
are to
produ
ce
graph
ic
desig
ns for
a
given
situat
ion
Assessment Details Outcomes
Students apply the graphic design elements
and principles and design a series of A3
posters (2) for either a Halloween party or a
Christmas party with the following
information:
-Title (the title students having for their
poster)
-Date, day and time (choose the date and
time to fit the party theme)
-Venue/address (make up an address for the
party)
-RSVP information: RSVP to
xxx@xxxxxxx.com (make up an email
address) or Call 04xx xxx xxx (make up a
phone number)
-Special event (students come up with an
event that is fun and related to the party
theme; have the event name and a short
description on poster and make sure it’s clear
for audience to reac)
-Other requirements:
 Students need to have at least 3
illustrations created by themselves.
Students can use some design
resources downloaded from the
internet to enrich the design.
Resources include background
texture/pattern, icons, small design
elements, etc.

36
  Students need to prepare a 5 to 10-
minute presentation to explain the
design idea, target audience, design
elements and principle implemented,
etc.
Evaluation of the Learning and
Teaching

37
 Original Assessment task and Marking Criteria

Cabramatta High School

Year 9 - Graphics Technology
Assessment Task Notification

Classroom Teacher: C. Feng Course/Year: Graphics Technology / Year 9

Date of Issue: Monday 15/10/2018 Assessment Task No: 4
Date to be Submitted: Friday 9/11/2018 Format of Task: PDF
Weighting: 20%

School policy applies regarding non-submission due to illness/misadventure. If school policy is not
followed, a mark of 0 will be awarded.

The task must be handed in on the required date to your classroom teacher and the work must be
referenced and be the work of the student. It is advisable to keep a copy of the task for your record

TASK DESCRIPTION:
Applying graphic design elements and principles to create 2 A3 size posters with different
designs but same theme (Halloween/Christmas) for your chosen target audience.
Prepare a 5 to 10 minutes presentation to explain your design to the class (e.g, you can
explain the chosen target audience the poster is designed for, your design ideas, the
reasons for you to choose a particular colour, font or alignment, elements and principles
you applied in your design, what is the special event about, knowledge you have learnt
within this topic, etc.).

STEPS TO SUCCESSFULLY COMPLETE THE TASK:

Consistent designs with graphic design elements and principles applied and suitable for
chosen target audience.
Colour mode: CMYK Bleed: 3mm on 4 sides
Students will need to include the following information in the poster:
 Title: Halloween House Party / Christmas House Party
 Date and time: Choose your own date and time to fit the party theme
 Venue/Address: Make up your own address
 RSVP information: RSVP to xxx@xxxxx.com or Call 04xx xxx xxx
 Special event: think of a special event to fit the party theme and include the
information for the event in the poster (Make sure it’s short and clear for the
audience to read)

Submission details:
Submit one single PDF file with 2 posters (2 pages) and class presentation take place on
Friday, 9/11/2018.

38
 MARKING CRITERIA

Band Description of Marking Criterion Mark

Range
Poster design: 16-20
6 -Demonstrated various kinds of the application of graphic design
elements and design principles in a creative and consistent mean.
-Required information is included in poster design, appropriated for the
theme chosen, and is accessible and understandable for target
audience.
-A creative special event that is suitable for the theme chosen as well as
the target audience and has been stated in a short but informative way
for target audience,
-The design is eye catching and the style looks consistent.
-Correct colour mode, bleed and size.

Presentation:
-Thoroughly explain the design ideas, target audience, choose of design
elements and principles and special event.
-Thoroughly reflect on what you have learnt.
Poster design: 12-16
5 -Demonstrated few kinds of the application of graphic design elements
and principles in a creative and consistent mean.
-Required information is included in poster design, appropriated for the
theme chosen, and is accessible and understandable for target
audience.
-A special event that is suitable for the theme chosen as well as the
target audience and has been stated in an informative way for target
audience,
-The design style is creative and consistent.
-Correct colour mode, bleed and size.

Presentation:
-Clearly explain the design ideas, target audience, choose of design
elements and principles and special event.
-Clearly reflect on what you have learnt.
Poster design: 8-12
4 - Demonstrated few kinds of the application of graphic design elements
and principles in a consistent mean.
-Some required information is included in poster design, appropriated for
the theme chosen, and is clear for target audience.
-A special event that is related to the theme chosen and has been stated
for target audience,
-The design style is consistent.
-Correct colour mode, bleed and size.

Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event.
-Reflected on what you have learnt.
Poster design: 4-8
3

39
 -Demonstrated few kinds of the application of graphic design elements
and principles.
-Some required information is included in poster design, or not
appropriated for the theme chosen, and is not clear for target audience.
-A special event that is not related to the theme chosen or is not stated in
a clear way for target audience,
-The design style is less consistent.
-Incorrect colour mode, bleed or size.

Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event roughly.
-Reflected on what you have learnt roughly.

Poster design: 1-4

2 -Demonstrated few kinds of the application of graphic design elements
and principles.
-Some required information is included in poster design, some information
is not appropriated for the theme chosen, and is not clear for target
audience.
-A special event that is not related to the theme chosen and is not stated
in a clear way for target audience,
-The design style is not consistent.
-Incorrect colour mode, bleed or size.
.
Presentation:
-Explained the design ideas, target audience, choose of design elements
and principles and special event roughly.
-Reflected on what you have learnt roughly.

-Unsatisfactory / non attempt 0

1 -Failure to hand in on time

Mark:

Teacher Feedback:

40